designing courses for significant learning workshop by: l. dee fink, ph.d. educational consultant in...
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DESIGNING COURSES for SIGNIFICANT LEARNING
Workshop by:
L. Dee Fink, Ph.D.
Educational Consultant in Higher Education
Author: Creating Significant Learning Experiences
BYU-IdahoApril 16, 2012
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Designing Courses for Significant Learning
MY GOALS FOR THIS WORKSHOP
My hope is that, by the end of the workshop, you
will…
1. Be persuaded that course design is the most important single thing you can learn about college teaching.
2. Be able to design your courses more intentionally to achieve a high level of SIGNIFICANT LEARNING among your students.
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Designing Courses for Significant Learning
THE AGENDA FOR THE WORKSHOP
1. Big Picture of Teaching – Place of Course Design
2. Integrated Course Design:
Situational Factors
Learning Goals – “Dreaming” Exercise
Teaching/ Learning Activities
Feedback & Assessment
Making Your Course Integrated
4. Question: “Will it be worth the time it takes?”
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3 FEATURES OF A HIGH
QUALITY LEARNING
EXPERIENCE
1. Students
are: ENGAGE
D
2. Student effort results
in: SIGNIFICANT & LASTING LEARNING
3. The learning: ADDS VALUE
During Course/College:
After College:
End of course
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Designing Courses for Significant Learning
Managing the
Course
FUNDAMENTAL TASKS OF TEACHING
Knowledge of the
Subject Matter
Interacting with
Students
Designing Learning Experienc
es
Beginning of the Course
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Designing Courses for Significant Learning
Question:
What are some common
problems you encounter in
your teaching?
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Designing Courses for Significant Learning
• Lack of Interest: “Students are bored with my class and lose interest quickly.”
• Poor Preparation: “Students don’t do the assigned readings before class.”
• Poor Retention of Learning: “Students do well on the test, but on the next test or in the next course, they seem to forget everything they learned earlier.”
THREE COMMON PROBLEMS:
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Designing Courses for Significant Learning
1. Enhance the teacher’s lecturing skills.
2. Use more material from “cutting edge” research.
3. Re-design the course to replace lecturing with more active learning.
Lack of Interest
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Designing Courses for Significant Learning
1. Assign more severe penalties for not doing the readings beforehand.
2. Give students a pep talk.
3. Re-design the course to give students a reason to do the readings.
Poor Student Preparation
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Designing Courses for Significant Learning
1. Make the tests better (or tougher)
2. Require students to complete a refresher course
3. Re-design the course to give students more experience with using what they have learned
Poor Retention of Learning
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Designing Courses for Significant Learning
3 Ways of Designing Courses:
1. “List of Topics”
2. “List of Activities”
3. Need a way of designing courses that is:
• Systematic
• Integrated
• Learning-Centered
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Designing Courses for Significant Learning
Integrated Course Design:
OVERVIEW
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S i t u a t i o n a l F a c t o r s
INTEGRATED COURSE DESIGN:
Key Components
Learning Goals
Feedback &
Assessment
Teaching &LearningActivities
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Criteria of “GOOD” Course Design
S I T U A T I O N A L F A C T O R S
In-Depth Situational
Analysis
Learning Goals
Significant
Learning
EducativeAssessmen
t
Active Learning
Integration Feedback
& Assessment
Teaching and
LearningActivities
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Readiness Assessment Test(RAT)
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Designing Courses for Significant Learning
# of SCRATCHES: # of
POINTS:
1 - - - - 4
2 - - - - 2
3 - - - - 1
4 - - - - 0
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Designing Courses for Significant Learning
Integrated Course Design:
SITUATIONAL FACTORS
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Criteria of “GOOD” Course Design
S I T U A T I O N A L F A C T O R S
In-Depth Situational
Analysis
Learning Goals
Significant
Learning
EducativeAssessmen
t
Active Learning
Integration Feedback
& Assessment
Teaching and
LearningActivities
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Designing Courses for Significant Learning
Situational Factors:
Collecting information about…
• Specific Context
• Expectations by people outside the course
• Nature of the Subject
• Nature of Students
• Nature of Teacher
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Designing Courses for Significant Learning
Situational Factors
• Specific Context of the Teaching/Learning Situation
– Number of students– Level of course– Time structure– Delivery: Live – Hybrid – Online
• Expectations of Others:
– What expectations are placed on this course or
curriculum by:
• Society?
• The University, College and/or the
Department?
• The Profession?
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Designing Courses for Significant Learning
• Nature of the Subject
– Primarily theoretical, practical, or some combination?
– Convergent or divergent?– Important changes or controversies
occurring?
• Characteristics of the Learners
– Their life situation (e.g., working, family, professional goals)?
– Their prior knowledge, experiences, and initial feelings?
– Their learning goals, expectations, and preferred learning styles?
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Designing Courses for Significant Learning
• Characteristics of the Teacher(s)
– My beliefs and values about teaching and learning?
– My attitude toward: the subject, students?
– My teaching skills?
– My level of knowledge or familiarity with this subject?
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Criteria of “GOOD” Course Design
S I T U A T I O N A L F A C T O R S
In-Depth Situational
Analysis
Learning Goals
Significant
Learning
EducativeAssessmen
t
Active Learning
Integration Feedback
& Assessment
Teaching and
LearningActivities
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Designing Courses for Significant Learning
Integrated Course Design:
LEARNING GOALS
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Criteria of “GOOD” Course Design
S I T U A T I O N A L F A C T O R S
In-Depth Situational
Analysis
Learning Goals
Significant
Learning
EducativeAssessmen
t
Active Learning
Integration Feedback
& Assessment
Teaching and
LearningActivities
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Designing Courses for Significant Learning
FACULTY DREAMS• If you had a class that could and
would learn anything and everything you wanted them to learn:
• In your “Dream of Dreams,” what is it that you would really like them to learn?
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Taxonomy of Significant Learning
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Taxonomy of Significant Learning
CaringDeveloping new…
Feelings Interests Values
Learning How to Learn
Becoming a better student
Inquiring about a subject
Self-directing learners
Human DimensionsLearning about:
Oneself Others
IntegrationConnecting:
Ideas People Realms of life
Foundational KnowledgeUnderstanding and remembering:
Information Ideas
Application Skills Thinking: Critical, Creative, & Practical
Managing projects
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Designing Courses for Significant Learning
In a course with significant learning, students will:
1. Understand and remember the key concepts, terms, relationship, etc.
2. Know how to use the content.
3. Be able to relate this subject to other subjects.
4. Understand the personal and social implications of knowing about this subject.
5. Value this subject and further learning about it.
6. Know how to keep on learning about this subject, after the course is over.
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Writing Significant Learning Goals for Your Course
For one of your own courses:
• Write learning goals for Integration in the Taxonomy of Significant Learning.
• Preface: “By the end of the course, my hope is that students will be able to….”
• Suggestions:
Pay close attention to your VERBS
High “Visibility” Index
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Criteria of “GOOD” Course Design
S I T U A T I O N A L F A C T O R S
In-Depth Situational
Analysis
Learning Goals
Significant
Learning
EducativeAssessmen
t
Active Learning
Integration Feedback
& Assessment
Teaching and
LearningActivities
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Designing Courses for Significant Learning
Integrated Course Design:
FEEDBACK &
ASSESSMENT
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Criteria of “GOOD” Course Design
S I T U A T I O N A L F A C T O R S
In-Depth Situational
Analysis
Learning Goals
Significant
Learning
EducativeAssessmen
t
Active Learning
Integration Feedback
& Assessment
Teaching and
LearningActivities
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3-COLUMN TABLE:
Learning Goals: Assessment Activities: Learning Activities:1.
2.
3. Integration:
4.
5.
6.
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Feedback and Assessment:“EDUCATIVE ASSESSMENT”
Forward-Looking
Assessment
“FIDeLity” Feedback
Criteria and Standards
Self-Assessment
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Feedback and Assessment:“EDUCATIVE ASSESSMENT”
Criteria and Standards
Self-
Assessment
Feedback
Important Learning
Forward-Looking Assessment Task
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“FIDeLity Feedback”
•F = Frequent
•I = Immediate
•D = Discriminating (based on criteria and standards)
•L = Feedback given in a Loving or supportive way
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Designing Courses for Significant Learning
Integrated Course Design:
LEARNING ACTIVITIES
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Criteria of “GOOD” Course Design
S I T U A T I O N A L F A C T O R S
In-Depth Situational
Analysis
Learning Goals
Significant
Learning
EducativeAssessmen
t
Active Learning
Integration Feedback
& Assessment
Teaching and
LearningActivities
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3-COLUMN TABLE:
Learning Goals: Assessment Activities: Learning Activities:1.
2.
3. Integration:
xxxxx ????
4.
5.
6.
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Designing Courses for Significant Learning
A MODEL OF ACTIVE LEARNING(The Basic Version)
DOING
OBSERVING
SELF
OTHERS
RECEIVING INFORMATION
& IDEAS
PASSIVE LEARNING:
A C T I V E L E A R N I N G :
EXPERIENCE REFLECTIVE DIALOGUE, with:
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Designing Courses for Significant Learning
Holistic Active Learning
Experience Doing,
Observing Actual,
Simulated “Rich Learning
Experiences”
Information & Ideas Primary/
Secondary In-class, out-of-
class, online
Reflection About the…
Subject Learning
Process Via: Journaling,
Learning Portfolios
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Multiple Activities that Promote
ACTIVE LEARNING EXPERIENCE REFLECTIVE DIALOGUE,
with: GETTING
INFORMATION & IDEAS
"Doing" "Observing" Self Others
DIRECT
Original data
Original sources
Real Doing, in authentic settings
Direct observation of phenomena
Reflective thinking
Journaling
Live dialogue
(in or out of class)
INDIRECT,
VICARIOUS
Secondary data and sources
Lectures, textbooks
Case studies
Gaming, Simulations
Role play
Stories (can be
accessed via: film, literature, oral history)
ONLINE
Course website
Internet
Teacher can assign students to "directly experience" …
Students can engage in "indirect" kinds of experience
online
Students can reflect, and then engage in various kinds of dialogue online.
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HOLISTIC ACTIVE LEARNING: A Case Study
In a course on “Leadership for Engineers,” the teacher does the following:
• Begins the course by asking students to think about what leadership means to them, individually and then collectively.
• Then the class reads a book or case study about people in leadership positions (e.g., Abraham Lincoln).
• Following this, they re-visit the central question of “What constitutes leadership”? and revise their earlier definition accordingly.
• This sequence is repeated throughout the course: – students read something – revisit the central
question – read something new – revisit the central question – etc.
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Designing Courses for Significant Learning
Question #1:• Which of the three components of holistic
active learning does this course include – as described above? (More than one component is possible)
1. Information and Ideas
2. Experience
3. Reflection
Question #2:• How might you strengthen the
“Experiential” component?
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Criteria of “GOOD” Course Design
S I T U A T I O N A L F A C T O R S
In-Depth Situational
Analysis
Learning Goals
Significant
Learning
EducativeAssessmen
t
Active Learning
Integration Feedback
& Assessment
Teaching and
LearningActivities
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Designing Courses for Significant Learning
Integrated Course Design:
INTEGRATION
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Criteria of “GOOD” Course Design
S I T U A T I O N A L F A C T O R S
In-Depth Situational
Analysis
Learning Goals
Significant
Learning
EducativeAssessmen
t
Active Learning
Integration Feedback
& Assessment
Teaching and
LearningActivities
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Designing Courses for Significant Learning
INTEGRATING THE COURSE
1. 3-Column Table
2. Weekly Schedule
• Teaching Strategy
• Culminating Project
• String of Activities
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Designing Courses for Significant Learning
INTEGRATING THE COURSE
1. 3-Column Table
2. Weekly Schedule
• Teaching Strategy
• Culminating Project
• String of Activities
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3-COLUMN TABLE:
Learning Goals: Assessment Activities: Learning Activities:1.
2.
3.
4.
5.
6.
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Designing Courses for Significant Learning
INTEGRATING THE COURSE
1. 3-Column Table
2. Weekly Schedule
• Teaching Strategy
• Culminating Project
• String of Activities
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3-COLUMN TABLE:
Learning Goals: Assessment Activities: Learning Activities:1. Foundational
Knowledge
2. Application
3. Integration
4. Human Dimension
5. Caring
6. How to Keep on Learning
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Week #: Mon Wed Fri
1
2
3
4
..
..
12
13
14
15
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Designing Courses for Significant Learning
INTEGRATING THE COURSE
1. 3-Column Table
2. Weekly Schedule
• Teaching Strategy
• Culminating Project
• String of Activities
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Designing Courses for Significant Learning
TEACHING STRATEGY:
• A particular COMBINATION of learning activities…
• arranged in a particular SEQUENCE
Two Examples:
• Problem-based learning
• Team-based learning
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Designing Courses for Significant Learning
Mon Wed Fri Mon Wed Fri
In-ClassActivities
:
? ? Assessm’t &
Feedback
Out-of-Class
Activities:
? ?
“CASTLE-TOP” DIAGRAM:
A Tool for Identifying Your
TEACHING STRATEGY
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TEACHING STRATEGIES
QUESTION:• This strategy creates a high likelihood
that most students will…
1. Be exposed to the content.
2. Understand the content.
3. Be able to use the content.
4. Value the content.
In-class:
Lecture Lecture Lecture Exam
Out-of-class:
Read text
Homework exercises
Review
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TEACHING STRATEGIES
QUESTION:
• This strategy creates a high likelihood that most students will…
1. Be exposed to the content.
2. Understand the content.
3. Be able to use the content.
4. Value the content.
In-class:
Readiness Assurance Test: Individual Group
Application problems
(Small Groups)
Exam: Content Application
Culminating Project
Out-of-class:
Read text
Homework exercises
Review
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Designing Courses for Significant Learning
INTEGRATING THE COURSE
1. 3-Column Table
2. Weekly Schedule
• Teaching Strategy
• Culminating Project
• String of Activities
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S i t u a t i o n a l F a c t o r s
Model of:INTEGRATED COURSE DESIGN
Learning Goals
Feedback &
Assessment
Teaching &LearningActivities
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Getting Better as a Teacher
1
2
Learning Goals1.Xxx2.Xxx3.Xxx4.Xxx5.Xxx6.xxx
Learning Goals
Ass’m’t Activ.
LearningActiv.
1. Xxx
2. Xxx
3. Xxx
4. Xxx
5. Xxx
6. Xxx
3
3-Column Table
Week: Mon Wed Fri
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Weekly Schedule
4
5
Learning IMAGINED
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Designing Courses for Significant Learning
Integrated Course Design:
DOES IT WORK?
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Designing Courses for Significant Learning
DOES IT MAKE A DIFFERENCE? Case #1
• Jane Connor, SUNY-Binghamton
•Course: Multi-Cultural Psychology
•Primary Learning Goal:
•To help students learn about – and learn how to interact with – people who are different from themselves
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Designing Courses for Significant Learning
• CONTENT: Used Readiness Assurance Process from TBL
• STORIES: Had speakers come in (students, people from community)
• REFLECTIONS: Both before and after readings; before and after stories
• RICH LEARNING EXPERIENCE:
• For a 4-week period, students had to put themselves in contact with someone different from themselves – preferably someone (or group with whom they were uncomfortable)
COURSE DESIGN FEATURES:
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Designing Courses for Significant Learning
RESULTS?
•Students did the readings – and understood them.
•As a result of the “strategy” (readings + dialogue with others + special experiences + multiple reflections):
•Students reported, almost to a person, that this course “transformed” them.
•Teacher won the university’s primary teaching award.
•Dean of Student Affairs: 11 of 16 students said this was “the most valuable course in their whole college experience.”
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Designing Courses for Significant Learning
Does It Make a Difference? Case #2
•Bill Weeks, University of Missouri at Rolla
•Course: Coding in Computer Science
•Small class (18 students), traditional time structure (M-W-F)
• Initially: Lecture + homework
•Results: Students overwhelmed by complexity of the math – frustration – apathy – low course evaluations
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Designing Courses for Significant Learning
Changes Made:
1. Completely re-wrote his learning goals: (examples)
• For a given communication channel, students will be able to compute the maximum rate of reliable transmission
• Students will learn how to work effectively in a group setting.
• Students will be able to direct their own learning in relation to understanding, designing, and evaluating new codes.
2. New teaching strategy: Used TBL
3. Used reflective writing: Learning portfolios
4. Oral presentations
5. Had students re-submit their homework
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Designing Courses for Significant Learning
RESULTS:
•Students did the readings, and did as well as before on exams of Foundational Knowledge.
•TEACHER: “…drastic improvement in student morale…They worked harder – and reported enjoying it more.”
•STUDENTS:
•…an interesting learning experience I will never forget…provided me with knowledge to carry out independent study.
• I enjoyed this course to the fullest…course was entertaining and at the same time enlightening.
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Designing Courses for Significant Learning
TEACHER’S REACTION:
•“Teaching such an excited group of students was an unforgettable experience.
• It made my job seem worthwhile and very fulfilling.
• I will be feeding off that student excitement for years.”
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Designing Courses for Significant Learning
RESOURCES FOR FURTHER
LEARNING:
Print Resources
Website:
www.designlearning.org
Each Other
Your Dreams
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Designing Courses for Significant Learning
THE END!THE END!
Higher Education: Let’s make it all that it can be and needs to be!
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Designing Courses for Significant Learning
THE END!THE END!
Higher Education: Let’s make it all that it can be and needs to be!
??
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Designing Courses for Significant Learning
OR, A NEW START?
OR, A NEW START?
Teaching for the 21st Century . . .